Tomberries Nursery

What is it like to attend this early years setting?

Leaders and managers have taken action to improve since the last inspection. They have sought guidance from the local authority and an early years consultant. They have provided learning opportunities for staff to develop their knowledge and understanding of their role, so that staff can support children's learning well.

Children build secure relationships with staff, who are kind and nurturing. Staff warmly greet children and give them lots of cuddles as they arrive. They display photos of children's family members, which helps children to feel at home. Babies smile at their friends and happily play alongside each other. Staff support older children to develop their social skills. They encourage children to cooperate in group activities, such as making flapjacks together to share with their friends. Children enjoy playing outdoors. They giggle with delight as they splash in the puddles. Children gain confidence in their physical skills as they run and jump. Children generally behave well and understand simple rules. For example, children say they must not run indoors as they might fall over.

Staff observe children's development and plan opportunities for children to build on what they can already do. For example, they encourage babies to develop their fingers muscles as they play with dough. Older children develop this further as they learn to use tools, such as glue sticks and scissors, during craft activities. The curriculum is sequenced well, which helps all children to make good progress.

What does the early years setting do well and what does it need to do better?

• Leaders and managers have clear aims for children's learning and share this well with the staff team. The curriculum provides opportunities for children to learn about themselves and the community around them. For example, staff teach children about public services, such as dentists and the fire brigade. Toddlers practise using a toothbrush and toothpaste to clean pretend teeth and talk about their visit to the dentist. This teaches children about how to meet their personal health needs.
• Staff use their observations to get to know children's abilities. They liaise with parents to identify children's starting points in development. Staff make regular assessments to identify children's stage of development and plan their next steps in learning. They generally demonstrate a good understanding of how children learn and use their interactions to extend children's learning.
• At times, staff do not tailor their planning to meet all children's needs. For example, staff do not adapt group activities to help all children to join in. As a result, some children struggle to pay attention and become disengaged from the activity. This means that some children are not consistently supported to develop positive attitudes to their learning.
• Children are curious to explore the natural world. Pre-school children enjoy weekly walks to the local park, where staff help them to learn about wildlife. Staff encourage children to be inquisitive. For example, they follow children's interests in potatoes and onions and help them to cut these in half to see what is inside. Children learn to use their senses and notice similarities and differences in the natural world.
• Staff support children's communication and language development well. They encourage babies to babble and engage older children in back-and-forth interactions. Children enjoy joining in with familiar songs and rhymes. This helps children to learn new vocabulary and gain confidence in speaking to others.
• Children learn to regulate their behaviour in general. Staff remind children to use gentle hands and use group activities to promote turn taking. For example, toddlers take turns to use tools to cut play dough. This supports children's personal, social and emotional development.
• The daily routines do not consider the needs of all children. For example, there are times when young children have to wait too long, such as to wash their hands before lunch. This impacts on how well children learn to maintain their otherwise good behaviour.
• The arrangements for children with special educational needs and/or disabilities (SEND) are good. The provider has developed links with other professionals and has implemented systems for sharing information. Staff liaise with parents to put steps in place to support children's development.

What the setting must and should do next

The provider should:

• develop planning further so all children are supported to take part in meaningful learning opportunities and develop positive attitudes to their learning
• enhance the organisation of routines so children learn to manage their own behaviour.